Location Profile

The Pavilion School is a Victorian state secondary school for students who have disengaged from or been excluded by schools or education providers. It is a safe and supportive school where students are provided with flexible and individualised learning plans and personal support from a multidisciplinary wellbeing team. At the Pavilion, students work in small groups and participate in an academic program that adheres to standards set by the Victorian Department of Education and Early Childhood Development. Characterised by a calm and therapeutic environment and approach, The Pavilion School aims to provide a positive educational experience for all its students.

Teaching staff at the Pavilion develop individualised curriculum for each student and assess work according to VELS, VCE and VCAL learning outcomes. Pavilion staff have a proven ability to work with at-risk youth and experience in dealing with students with a complex range of personal issues. It is essential that Pavilion staff members are willing to follow a shared theoretical approach, along with its practical application, so that the successful implementation of the Pavilion model can be maintained and enhanced.

The Pavilion School comprises of two campuses of Charles La Trobe College. Pavilion staff members are employed by Charles La Trobe College and all students are enrolled there. The Epping campus of the Pavilion is situated within The Melbourne Polytechnic building in Epping, whilst the East Preston campus is located at 1-3 Sylvester Grove East Preston.

At any given time, Aboriginal and Torres Strait Islander students can account for approximately 15-30% of the Pavilion student cohort. To better support our Indigenous student population, prospective applicants of Aboriginal or Torres Strait Islander background are strongly encouraged to apply.

Selection Criteria

• SC 1 Demonstrated expert knowledge of the Personal Development Learning opportunities inside the vocational and applied learning curriculum (VCE VM and VPC). Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of social and personal capabilities across the curriculum.
• SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning and student wellbeing needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
• SC3 Demonstrated exemplary ability to monitor and assess learning, wellbeing, and engagement outcomes at an individual, class and whole school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform student wellbeing practice and to provide feedback on student learning growth and achievement to students and parents.
• SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents, and the broader school community focused on student learning, agency, wellbeing and engagement.
• SC 5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
• SC 6 Demonstrated ability to develop individual, group and systemic interventions and programs that support the engagement and wellbeing of young people who face complex barriers to education.

Role

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school. Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school’s education program. Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities;
• Provide a child safe environment in accordance with the child safe standards;
• Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
• Leading and managing the provision of professional learning and developing individual and team performance and development plans for teaching staff within the priorities of the school;
• Leading and managing staff performance and development (review of staff);
• Teaching demonstration lessons;
• Leading and managing the development of the school’s assessment and reporting policies and practices;
• Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
• Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
• Responsibility for general discipline matters beyond the management of classroom teachers;
• Contributing to the overall leadership and management of the school;
• Contributing to the development of proposals for school council consideration;
• Developing and managing the school code of conduct.

Responsibilities

The Pavilion Wellbeing Coordinator – Preston Campus - leads the delivery of student engagement and wellbeing programs at a campus level. The Wellbeing Coordinator manages the referral, intake and enrolment of new students and is responsible for supervision and professional development of the wellbeing team. The Wellbeing Coordinator role sits in the Pavilion Leadership Team and contributes to the school strategic planning process.

Intake:

• Set up and facilitate intake meetings with new and returning students
• Meet enrolment census deadlines in February and August
• Complete intake assessments for all new students
• Coordinate Pavilion’s role in DET FLO referral process
• Fielding calls – enquiries into school, asking for advice about other alternative educational settings, checking in on waitlist status
• Managing class lists and enrolment numbers
• Updating class list when students move class, start or exit.

Supervision and Development of wellbeing team:

• Fortnightly supervision with wellbeing team members
• Facilitation of professional learning including wellbeing team meetings and peer supervision
• Development of Performance and development plans
• Professional advice and support to school staff regarding student wellbeing and engagement matters

Student Data:

• Management of collection and analysis of student wellbeing and engagement data
• Collection and maintenance of exit data

Leadership:

• Participation in leadership meetings, professional development, and strategic planning

Partnerships:

• Manage relationship with key Regional DET student wellbeing
• Development of partnerships with key services offering support to students at The Pavilion School including:
  • YSAS
  • Dr in Schools Program

PSD (program for students with a disability):

• Coordination of PSD applications
• Liaison between school psychologist and wellbeing team to get applications completed